Varney, Danielle Frances Josephine

Childminder

Unique reference number (URN): 2761041 Registered with Ofsted: 24/11/2023 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make steady progress from their starting points and develop increasing independence across the day. Children wash their hands at the handwashing station, use flannels to dry them and help themselves to water bottles. Children complete self- registration on arrival, begin to dress themselves and change their shoes for the garden. They select their own books and resources, tidy away and show respect for their environment, demonstrating growing confidence and responsibility.

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Achievement Expected standard

Children show positive attitudes towards learning. They are curious and keen to join in, using their own ideas in play. Children listen attentively to sounds in the environment, identifying planes, birds and vehicles, showing an interest in the world around them. They develop communication and language as they use new words and engage in conversations.

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Achievement Expected standard

Children develop fine motor skills through precise movements, manipulating dough and using tools for cutting and shaping. They show pride in their achievements, smiling, clapping and saying, 'I did it'. Children, including those with barriers to learning, make progress and are developing the skills needed for their next stage.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm and positive environment where expectations for behaviour are clear and consistently understood, she praises children and uses positive language. Children respond well to these expectations and demonstrate appropriate behaviour throughout the day. They understand boundaries and are beginning to manage their own behaviour with support. She shows them how to tidy-up and models and prompts younger children to join in. Relationships between the childminder and children are secure and supportive. Children feel comfortable and at ease, which helps them to engage positively in daily experiences. This relationship supports children to feel safe and confident in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to develop social skills and begin to get along with others. They learn to share space and resources and are developing an understanding of how to play alongside and with their peers. Children show kindness and consideration towards others, which supports a positive atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and maintains clear communication with families. She typically considers children's individual needs and stages of development when supporting behaviour and expectations. As a result, children show positive attitudes, are willing to join in and are developing the skills needed to manage their behaviour appropriately.

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Children's welfare and wellbeing Expected standard

Care practices meet children's individual needs effectively. Children feel safe and secure, supported by consistent routines and a nurturing environment. Children develop attachments with the childminder, who responds sensitively to their needs and provides reassurance, helping them to feel emotionally secure. Children are supported to understand their health and wellbeing from an early age. They learn about making healthy choices that help their bodies grow strong, with age-appropriate discussions about food, hydration and self-care. These experiences support children to begin to understand how to look after themselves.

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Children's welfare and wellbeing Expected standard

Children are developing an awareness of their emotions. They use visual prompts, including an emotions display to recognise how they are feeling and how to manage these. This supports their personal development and helps them to regulate their behaviour.

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Children's welfare and wellbeing Expected standard

Children's physical development is supported through a range of opportunities, helping them to understand how their bodies move and what keeps them healthy. Daily routines, including meals and rest, are well established and meet children's needs.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum and reflects on her practice to provide a broad range of experiences. She makes thoughtful decisions to enrich children's learning, particularly through regular outings in the local community. Children attend forest school, go on nature walks and visit local playgroups, which helps them develop a growing understanding of the world around them.

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Curriculum and teaching Expected standard

The curriculum supports communication and language well. The childminder models vocabulary effectively and uses high-quality story sessions with carefully chosen books. Children develop a love of reading as they listen attentively, recall stories and engage with characters. Mathematical concepts are woven into play, for example when children count objects, compare sizes and use number language during activities.

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Curriculum and teaching Expected standard

The outdoor environment is well resourced, inviting and carefully planned to support all areas of learning. Children freely explore and use their own ideas, particularly in the mud kitchen where they mix, scoop and create. These experiences support fine motor skills, imagination and problem-solving.

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Curriculum and teaching Expected standard

The childminder knows children well and uses assessment to understand their starting points. She supports children during experiences and follows their interests. However, the childminder's interactions do not always extend children's play and learning effectively enough to sustain their engagement fully. As a result, children sometimes lose interest and opportunities to deepen their learning.

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Inclusion Expected standard

The childminder promotes an inclusive environment where children feel represented and valued. She gathers detailed starting points through information from parents and observations, which helps her understand children's needs and areas for development. Children benefit from a nurturing approach where relationships are strong and generally support is adapted to help them access daily experiences. Overall, children with special educational needs and/or disabilities (SEND) are supported through appropriate strategies and reasonable adjustments. The childminder uses tools such as Makaton, visual prompts and quality interactions to support communication and understanding. This helps children to take part alongside their peers and develop confidence. She works closely with families and signposts them to external services and professionals, supporting children and families appropriately. Children who face barriers to

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Inclusion Expected standard

learning are included and supported to make progress from their starting points. The childminder monitors children's progress and plans experiences that build on what they already know. She engages in some professional development and networks with others to inform her practice. However, she does not always apply this knowledge and skills to ensure targeted strategies and adaptations are precise enough to fully meet the individual needs of children with SEND. As a result, some children with barriers to learning do not consistently make the best possible progress.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her strengths and areas for development. She is highly organised and knowledgeable, particularly in relation to policies, procedures and child development, which supports the smooth and safe running of the setting. She reflects on her practice regularly and seeks out professional development opportunities to continually enhance and improve her provision.

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Leadership and governance Expected standard

Decisions are made in the best interests of children. The childminder places children at the centre of her practice, prioritising nurturing care and ensuring children feel safe, secure and supported. She generally considers the needs of all children, including those who may be disadvantaged or face barriers to learning, ensuring they can access a broad range of experiences.

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Leadership and governance Expected standard

Parent partnerships are prioritised. Parents speak highly of the care provided and the progress their children make. They are well informed about their children's strengths and next steps and value the collaborative approach to assessment. Regular communication, including updates and 'wow' moments, helps parents feel involved in their children's learning.

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Leadership and governance Expected standard

Overall, the childminder manages her workload effectively and maintains high standards across the setting. She is reflective and continues to seek professional development opportunities to enhance her knowledge of supporting children with special educational needs and/or disabilities, helping her to further strengthen her skills and support for all children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children settle well and feel safe in this nurturing, home-from-home environment. Children build attachments with the childminder, seeking cuddles and reassurance when needed, and show a sense of belonging in the setting. They enjoy finding their photo when they arrive and are cared for in a calm and organised routine, which helps them understand what is happening next and supports their confidence. Children are becoming confident communicators. They develop communication and language skills as they hear and use new vocabulary and begin to repeat phrases.

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About this setting

Unique reference number (URN): 2761041 Children develop positive social skills. They play well together, show kindness and care for each other and are learning to take turns. It is an inclusive environment where children with barriers to learning feel valued and understood, their wellbeing is considered in all aspects of the day and they are content. Children behave appropriately and follow instructions, supported by clear expectations and explanations. They are encouraged to be independent and do things for themselves, for example changing their shoes, helping with routines and making choices in their play.

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About this setting

Children show enjoyment and pride in their achievements, for example when building obstacle courses or completing tasks, they explore freely and demonstrate curiosity. They benefit from an inviting outdoor space which broadens their knowledge and understanding of the world. Children benefit from the effective partnership the childminder has with parents to support their learning and wellbeing, helping children to settle quickly and the transitions are smooth. Children attend regularly and their confidence is fostered. They are becoming motivated learners who are ready to move on to the next stage of learning.

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Next steps

The childminder should enhance their interactions and teaching skills further so they are more precisely tailored to meet children's individual needs, enabling children to remain consistently engaged to extend their learning. The childminder should seek further professional development opportunities that strengthen skills and practice in supporting children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke to the childminder and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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